Introduction to Lesson Planning

While unit plans provide the big picture framework, daily and weekly lesson plans translate broad objectives into specific, actionable learning experiences. Quality lesson planning ensures that each day is intentional, developmentally appropriate, and aligned with your curriculum goals while remaining flexible enough to follow children's interests and needs.

Purpose of Lesson Plans

• Intentionality: Ensures every activity has a clear learning purpose
• Standards alignment: Connects daily experiences to broader objectives
• Preparation: Helps teachers gather materials and prepare in advance
• Communication: Allows team members, substitutes, and administrators to understand daily plans
• Documentation: Creates a record of what was taught and when
• Reflection: Provides basis for evaluating effectiveness and planning improvements
• Accountability: Demonstrates programmatic quality to families, funders, and regulators

Types of Planning: Weekly vs. Daily

Weekly Planning

Weekly plans provide an overview of the week's focus, major activities, and how different experiences connect across days. They're useful for:

• Seeing the big picture and ensuring variety and balance
• Planning material preparation and setup
• Coordinating with team members
• Communicating with families about the week ahead
• Ensuring all developmental domains are addressed

Daily Planning

Daily plans provide detailed guidance for specific activities, including procedures, materials, teaching strategies, and assessment notes. They're useful for:

• Step-by-step activity implementation
• Ensuring substitute teachers can follow plans effectively
• Noting specific children who need particular support or extension
• Documenting what actually happened vs. what was planned
• Detailed preparation for complex activities

Which Format Should You Use?

Components of Effective Lesson Plans

Essential Elements

Whether using weekly or daily formats, quality lesson plans should include:

1. Basic Information

• Date and day of week
• Age group/classroom
• Teacher(s) responsible
• Current unit/theme (if applicable)

2. Learning Objectives

• What children will learn or be able to do
• Linked to developmental domains
• Connected to standards (NAEYC, ELOF, state)
• Observable and measurable

3. Schedule Overview

• Daily flow of activities and routines
• Time allocations (approximate)
• Transitions noted
• Indoor and outdoor time

4. Activity Descriptions

• Large group: Morning meeting, story time, music/movement
• Small group: Focused instruction with 4-6 children
• Center/choice time: Available materials and provocations
• Outdoor learning: Planned outdoor experiences
• Routines: Intentional learning during meals, transitions, rest

5. Materials List

• All materials needed for planned activities
• Quantities specified when relevant
• Note if materials need advance preparation

6. Vocabulary Focus

• Key words to introduce or reinforce
• Content-specific and process vocabulary
• Translations for dual language learners

7. Differentiation Notes

• Adaptations for specific children
• Extensions for advanced learners
• Support strategies for struggling learners
• Accommodations for disabilities

8. Assessment Plans

• What to observe
• Documentation method (photos, notes, work samples)
• Focus children for the day

9. Family Connection

• How families will learn about the day's activities
• Home learning extensions
• Conversation starters for pickup time

10. Reflection Space

• What worked well?
• What would you change?
• Notes for next time
• Follow-up needed

Planning Different Activity Types

Large Group Activities

Whole-class experiences like morning meeting, story time, or music/movement should be:

• Brief: 10-15 minutes for 3-year-olds, 15-20 minutes for 4-5-year-olds
• Active: Include movement, participation, interaction
• Engaging: Use props, visuals, surprises, variety
• Inclusive: All children can participate at their level
• Purposeful: Clear learning objective, not just crowd control

Small Group Activities

Focused instruction with 4-6 children allows for:

• Targeted skill development
• More individualized attention and scaffolding
• Complex activities requiring close supervision
• Assessment opportunities
• Differentiation based on developmental levels

Small group plans should include:

• Specific objective for the activity
• Step-by-step procedures
• Key questions to ask
• How to extend or simplify based on children's responses
• What to observe and document

Center/Choice Time

Child-directed exploration requires planning too:

• Intentional provocations: Materials arranged to invite specific types of exploration
• Open-ended materials: Items with multiple uses
• Varied complexity: Options for different skill levels
• Rotation: Regular introduction of new materials or challenges
• Teacher role: When to observe, when to interact, what questions to ask

Outdoor Learning

Outdoor time should be planned, not just free play:

• Specific learning objectives for outdoor experiences
• Materials or provocations to enhance learning
• Planned observations (nature, physical skills, social interaction)
• Intentional adult interactions and questions
• Connection to indoor learning

Routines and Transitions

Don't forget to plan learning during daily routines:

• Arrival: Greeting rituals, fine motor tasks (hanging coat), choice-making
• Meals: Conversations, serving skills, social interaction, math (counting, distributing)
• Transitions: Songs, games, movement, following directions
• Toileting/hygiene: Self-help skills, sequencing, health concepts
• Rest time: Self-regulation, quiet activities for non-sleepers
• Departure: Reflection on learning, family communication

Writing Clear, Actionable Plans

Use Specific, Observable Language

Include the "Why" and "How"

Plans should clarify not just what you'll do, but why (the learning objective) and how (the teaching strategies).

Plan Open-Ended Questions

Include specific questions you'll ask to promote thinking:

• Observation: "What do you notice?" "What's happening here?"
• Prediction: "What do you think will happen?" "What might happen if...?"
• Comparison: "How are these the same? Different?"
• Reasoning: "Why do you think that?" "How do you know?"
• Problem-solving: "How could we...?" "What's another way?"
• Connection: "Does this remind you of...?" "Have you seen this before?"

Note Timing and Pacing

• Estimate time for each activity
• Build in flexibility ("10-15 minutes depending on engagement")
• Plan what to do if activity finishes early or runs long
• Note natural stopping points
• Consider children's attention spans and energy levels

Sample Weekly Plan Format

This format provides a weekly overview showing how activities flow across the week and connect to unit themes and objectives. It's efficient while ensuring intentionality and balance.

Sample Daily Lesson Plan Format

This detailed format is useful for complex activities, small group instruction, or when you need comprehensive documentation for substitutes or administrators. Adapt the level of detail to your program's needs.

Tips for Effective Lesson Planning

Time Management for Planning

• Plan ahead: Complete weekly plans by Friday for the following week
• Use planning time wisely: Minimize interruptions during designated planning periods
• Keep a running list: Note activity ideas, materials needed, and observations throughout the week
• Template shortcuts: Create digital templates you can quickly fill in
• Collaborate: Share planning responsibilities with co-teachers

Balancing Planning and Flexibility

• Plans are guides, not scripts: Be ready to adjust based on children's interests and needs
• Build in choice: Offer options within planned activities
• Notice engagement: If children are deeply engaged, extend the time; if disengaged, move on
• Capture teachable moments: Document spontaneous learning even if not in the plan
• Reflect and revise: Use what happens to inform future planning

Common Planning Pitfalls to Avoid

Using Plans for Reflection and Growth

Lesson plans aren't just for planning—they're tools for professional reflection:

• Add post-activity notes about what worked and what didn't
• Track which activities generated the most engagement
• Note which children participated and which didn't
• Identify patterns in behavior or learning over time
• Use annotated plans as evidence for professional development goals
• Share reflections with colleagues to improve collective practice

Resources and References

Curriculum Planning Resources

• Gronlund, G. (2013). Planning for Play, Observation, and Learning in Preschool and Kindergarten. Redleaf Press.
• Epstein, A. S. (2014). The Intentional Teacher: Choosing the Best Strategies for Young Children's Learning. NAEYC.
• Curtis, D., & Carter, M. (2017). Designs for Living and Learning: Transforming Early Childhood Environments (2nd ed.). Redleaf Press.

Online Planning Tools and Templates

• Teaching Strategies: Digital planning tools aligned with Creative Curriculum (teachingstrategies.com)
• Kaymbu: Lesson planning and family engagement platform
• Brightwheel: Classroom management and planning app
• NAEYC: Sample lesson plans and planning guidance (www.naeyc.org)

Assessment and Documentation

• Gronlund, G., & Engel, B. (2015). Focused Portfolios: A Complete Assessment for the Young Child. Redleaf Press.
• Jablon, J. R., Dombro, A. L., & Dichtelmiller, M. L. (2007). The Power of Observation for Birth Through Eight (2nd ed.). NAEYC.

Final Thoughts on Lesson Planning

Effective lesson planning is an essential teaching skill. While it takes time and effort, the investment pays off in more intentional teaching, better-organized days, stronger learning outcomes, and greater confidence in your practice. Use these templates as starting points, adapt them to your program's needs, and develop a planning system that works for you and serves children well.